DEVELOPING COMPETENCE FOR INNOVATION IN KNOWLEDGE PRACTICE: an exploration of the sustainability science-policy interface

This thesis is motivated by institutional claims for a “new type of knowledge” in the sustainability science-policy interface. It thus explores the thinking and practice of experts in the field about professional competencies necessary to induce required innovations in their knowledge practice.

The thesis proposes a novel conceptual framework, synthesising (1) five key features informing claimed innovations in knowledge practice of science-policy sustainability ‘boundary organisations’, (2) a set of ten differentiating individual competencies deemed critical to induce such type of innovations and (3) required approaches to effective development of such competencies. In doing so, this thesis suggests an operative framework to engage with a competence-based approach in response to the need for innovations in knowledge practice within boundary organisations.

Under the conceptual framework above, the thesis engages in an empirical work exploring the thinking and praxis of experts in the field, around three key questions: (1) How do practitioners in the field perceive the need for and the pertinence of such type of innovations, (2) How do they relate to the notion of individual competence and the need for different types of competencies to induce innovations in their own knowledge practice and (3) How can professionals working in the science-policy interface most effectively learn and develop such new set of competences, given their specific organisational / institutional contexts?

Methodologically, this thesis engaged a combined set of empirical research instruments, mostly including semi-structured interviews with professionals operating in the sustainability sciencepolicy interface, three focus-groups in The Netherlands, Portugal and the UK, with actors operating within the remit of sustainability boundary organizations, and participatory observation within the European Environment Agency.

Outcomes of this research indicate that, while the need for a new type of knowledge is clearly acknowledged by practitioners in ‘boundary organisations’, notions associated with required innovations in knowledge practice – such as co-creation, systems thinking, transdisciplinarity, reflexivity and action-orientated knowledge – are still subject to ambiguity and controversy within the institutional context they operate. As practitioners struggle to engage the notion of individual competence in this debate, the type of competencies deemed critical to induce required innovations in their knowledge practice resonates with their own experience. Experts in boundary organisations identify though a lack of institutional frameworks to support their efforts to generate innovations in knowledge practice. While this research synthetises and presents existing examples of learning programmes and approaches to help develop such type of competencies, practitioners in the field manifest scepticism on the extent to which such learning approaches are feasible in their given institutional settings.